Challenging Malawian primary teachers' views on mathematics teaching and learning through lesson study

PurposeThe aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning.Design/methodology/approachThis study is part of a wider ongoing project aiming at improving primary mathematics teaching in Malawi through professional development (PD) of teachers using a LS model. The units being analyzed are teachers' written reflections and lesson plans. The analytical approach is qualitative content analysis.FindingsInitially, the participating Malawian primary teachers report traditional views of mathematics teaching and learning. After having participated in a LS cycle, they reported on the need to work on how to involve and create space for learners' participation in mathematic lessons and highlight the importance for learners to discover mathematics on their own.Research limitations/implicationsThis is a small-scale study due to LS being quite new in the Malawian context and the need to test before possible upscaling.Practical implicationsThe paper includes a description on how LS might contribute to challenging Malawian teachers' views of mathematics teaching and learning; this can be valuable information for others who are attempting to use LS in a similar context.Originality/valueThis paper fulfills an identified need to learn more about how LS might contribute to challenging teachers' views of mathematics teaching and learning worldwide.

The Transformative Impact of a Mathematical Mindset Experience Taught at Scale

A wide range of evidence points to the need for students to have a growth mindset as they approach their learning, but recent critiques of mindset have highlighted the need to change teaching approaches, to transfuse mindset ideas throughout teaching. This shifts the responsibility from students themselves to teachers and schools. This paper shares a mixed methods study conducted across the US, that measured the impact of a “mathematical mindset teaching approach” shown to be effective when taught by the authors, scaled to teachers in 10 US districts. The effectiveness of this novel mathematics approach was measured using pre and post assessments during a summer intervention followed by measures of GPA change when students returned to schools. Both measures showed that a mathematical mindset approach to teaching significantly improves students’ mathematical achievement, and changes students’ beliefs about themselves and their approach to learning. Accompanying analyses of teaching and of teacher interviews give insights into the ways students change, highlighting the need to bring about shifts in students’ mindsets through a changed approach to mathematics teaching and learning.

Relação Professor-Aluno e Afetividade: um Estudo Sobre Dissertações e Teses Produzidas nos Últimos Sete Anos

ResumoEste artigo analisa dissertações e teses brasileiras, produzidas entre 2013 e 2020, que investigam questões ligadas à relação professor-aluno e à afetividade observadas nos anos finais do Ensino Fundamental. Para desenvolver este estudo, foi realizada uma Revisão Sistemática de Literatura (RSL), por meio da qual se buscou, na Plataforma Digital Brasileira de Teses e Dissertações (BDTD) e no Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), estudos que tratassem da temática aqui apresentada. Utilizando os critérios de inclusão e exclusão foram selecionadas uma tese e três dissertações. Para esta pesquisa foram consideradas como categorias de análise: objetivo, fundamentação teórica, participantes envolvidos, procedimentos de coleta de dados e principais resultados. Nas investigações analisadas foram observados indícios de consenso quanto ao papel fundamental desempenhado pelo professor nas relações de afetividade. É por meio da elaboração de situações contextualizadas e de uma condução que prioriza o bom relacionamento com seus alunos que são identificadas melhorias nos processos de ensino e aprendizagem da Matemática, proporcionado por uma aprendizagem significativa. De modo geral, a análise dos estudos permitiu identificar que há poucas produções que abordam a temática, uma vez que se foram encontradas apenas duas pesquisas desenvolvidas em programas de Educação Matemática, apontando a necessidade do desenvolvimento de pesquisas. Palavras-chave: Educação Matemática. Relações Afetivas. Revisão Sistemática de Literatura. AbstractThis article analyzes Brazilian dissertations and theses, produced between 2013 and 2020, which investigate issues regarding the teacher-student relationship and affectivity observed in the final years of elementary school. In order to develop this study, a Systematic Literature Review (RSL) was carried out through which studies that dealt with the theme presented here were searched, in the Brazilian Digital Platform of Theses and Dissertations (BDTD) and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (Capes),. Using the inclusion and exclusion criteria, a thesis and three dissertations were selected. For this research, the following analysis categories were considered: objective, theoretical foundation, participants involved, data collection procedures and main results. In the investigations analyzed, there was evidence of consensus regarding the fundamental role played by the teacher in the affection relationships. It is through the elaboration of contextualized situations and a conduct that prioritizes the good relationship with their students that improvements in the Mathematics teaching and learning processes are identified, provided by a meaningful learning. In general, the analysis of the studies allowed to identify that there are few productions that address the theme, since it was found only two researches developed in Mathematics Education programs pointing out the need for the development of studies. Keywords: Mathematical Education. Affective Relationships. Systematic Literature Review.

Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning

This study is part of the international survey studies on teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning, and this paper reports the findings of the thematic analysis of open-ended survey responses elicited from 287 primary school teachers and teacher trainees in Taiwan. Using the seminal social psychology theory, the Theory of Planned Behaviour (Ajzen in Organizational Behavior and Human Decision Processes, 50, 179–211, 1991) to frame the findings, this study highlights 11 perceived barriers and 11 perceived enablers that are thought to influence the teachers’ intention to integrate children’s literature in their mathematics teaching. More specifically, we identified time constraint, lack of pedagogical knowledge and confidence, and resource constraint as being the most-cited perceived barriers, while pedagogical benefits, desire to improve teaching, and enabling social norms were identified as the top perceived enablers. Ultimately, this article offers several recommendations to address some of these key perceived barriers.

Kindergarten and New Entrant Teachers' Beliefs and Practices in Mathematics Teaching and Learning

<p>A difference between the beliefs and practices about mathematics learning and teaching held by teachers in kindergartens and teachers in new entrant classrooms may lead to problems as teachers and children manage the transition from kindergarten to school. The New Zealand education system is governed by various curriculum documents underpinned by similar philosophies to support teacher practice. These documents are based on an expectation that teachers build from children’s existing knowledge and experiences. The system is based on expectations relating to knowledge that are loosely linked to the year level and age of children. Evidence about teachers’ practices and beliefs was gathered using a case study approach. Five primary schools and their neighbouring kindergartens were purposively selected for this study. Fourteen kindergarten and five new entrant teachers were observed and interviewed and completed questionnaires about their beliefs and practices in mathematics teaching and learning over a two year period. Mathematical events were analysed to document teachers’ practices. Kindergarten teachers’ practice most commonly mirrored their stated beliefs about how children best learned mathematics. New entrant teachers, although possessing similar stated beliefs to kindergarten teachers, did not necessarily follow these beliefs in their classroom practice. The beliefs of kindergarten and new entrant teachers in mathematics teaching and learning were similar, but their practices differed in several dimensions. Kindergarten teachers believed children best learned mathematics through free play and exploration of the world around them. These teachers encouraged children to follow their own interests and supported children as they developed their ideas and became active problem solvers. These beliefs arose from teachers’ personal experiences combined with the primarily sociocultural focus of the early childhood curriculum, Te Whariki. New entrant teachers’ beliefs about mathematics learning and teaching were similar to those of kindergarten teachers – children learned through having fun, solving problems, and doing things in a real-life context. However, new entrant teachers also had clear expectations of the skills five-year-olds needed to know on their entry to school. When children did not appear to possess these skills, teachers focused on remediation of the perceived deficits. In practice, new entrant teachers directed children’s learning based on their beliefs about what children needed to know to be successful at school. This approach lead to structured and managed environments with little regard for children’s prior-to-school knowledge and experiences. These inconsistencies in mathematics teaching and learning between schools and kindergartens could be minimised with professional development for teachers that focused on developing the relationships between teachers in both settings.</p>

Kindergarten and New Entrant Teachers' Beliefs and Practices in Mathematics Teaching and Learning

<p>A difference between the beliefs and practices about mathematics learning and teaching held by teachers in kindergartens and teachers in new entrant classrooms may lead to problems as teachers and children manage the transition from kindergarten to school. The New Zealand education system is governed by various curriculum documents underpinned by similar philosophies to support teacher practice. These documents are based on an expectation that teachers build from children’s existing knowledge and experiences. The system is based on expectations relating to knowledge that are loosely linked to the year level and age of children. Evidence about teachers’ practices and beliefs was gathered using a case study approach. Five primary schools and their neighbouring kindergartens were purposively selected for this study. Fourteen kindergarten and five new entrant teachers were observed and interviewed and completed questionnaires about their beliefs and practices in mathematics teaching and learning over a two year period. Mathematical events were analysed to document teachers’ practices. Kindergarten teachers’ practice most commonly mirrored their stated beliefs about how children best learned mathematics. New entrant teachers, although possessing similar stated beliefs to kindergarten teachers, did not necessarily follow these beliefs in their classroom practice. The beliefs of kindergarten and new entrant teachers in mathematics teaching and learning were similar, but their practices differed in several dimensions. Kindergarten teachers believed children best learned mathematics through free play and exploration of the world around them. These teachers encouraged children to follow their own interests and supported children as they developed their ideas and became active problem solvers. These beliefs arose from teachers’ personal experiences combined with the primarily sociocultural focus of the early childhood curriculum, Te Whariki. New entrant teachers’ beliefs about mathematics learning and teaching were similar to those of kindergarten teachers – children learned through having fun, solving problems, and doing things in a real-life context. However, new entrant teachers also had clear expectations of the skills five-year-olds needed to know on their entry to school. When children did not appear to possess these skills, teachers focused on remediation of the perceived deficits. In practice, new entrant teachers directed children’s learning based on their beliefs about what children needed to know to be successful at school. This approach lead to structured and managed environments with little regard for children’s prior-to-school knowledge and experiences. These inconsistencies in mathematics teaching and learning between schools and kindergartens could be minimised with professional development for teachers that focused on developing the relationships between teachers in both settings.</p>

Problem Solving Within the Mathematics Classroom: Challenges and Recommendations

This research (the second part of a 2-part study) sought to investigate selected high school teachers’ knowledge and use of a problem solving approach to mathematics teaching and learning. It also examined the challenges that they experienced in implementing this pedagogical approach. A survey research design was used for this research whereby data were collected using a questionnaire with closed- and open-ended items. Thirty-one high school teachers from Jamaica participated in the study. The findings indicated that the teachers generally used a problem solving approach during instruction very regularly and felt extremely competent when using the approach. Some of the most frequently reported challenges included students’ lack of interest and tenacity in solving problems; teachers’ heavy workload; and the time consuming nature of the approach. One key recommendation to address the challenges raised is implementation of professional development for teachers to guide them in effectively incorporating problem solving as a teaching/learning approach in the mathematics classroom.

Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic

The COVID-19 pandemic has caused new ways of doing and being, both in education systems and beyond across the world. In the context of Aotearoa/New Zealand, the widely supported government approach focused on the well-being of the nation with a position that saving lives was more important than maintaining an open economy. As researchers and educators, we supported teachers as they worked with their students in their home settings. This provided us with an opportunity to explore a vision of a reinvented system of mathematics education beyond institutional and formal structures of schools. In this chapter, we present the analysis of the responses from 24 educators mainly from low socioeconomic urban settings as they reflected on how they enacted mathematics teaching and learning during the lockdown while connecting with students and their families as well as their subsequent learning from this experience. Results highlighted that the mathematical learning of students went beyond what was accessed by digital means and included parents drawing on rich everyday opportunities. A key finding was that by supporting and privileging the well-being of students and communities, the connections and relationships between educators and families were enhanced.

PENELITIAN IMPLEMENTASI PEMBELAJARAN MATEMATIKA BAGI ANAK BERKEBUTUHAN KHUSUS DI INDONESIA

Sejumlah penelitian terkait implementasi pembelajaran matematika pada anak berkebutuhan khusus (ABK) telah banyak dilakukan di Indonesia dan terpublikasi dalam jurnal-jurnal nasional terakreditasi. Namun, belum ada survei artikel mengenai penelitian-penelitian implementasi pembelajaran matematika pada ABK di Indonesia. Sehingga, tujuan dari penelitian ini adalah untuk mengklasifikasikan seluruh penelitian tersebut ke dalam beberapa kategori yang berhubungan dengan penelitian implementasi pembelajaran matematika pada ABK di Indonesia. Penelitian ini menggunakan metode Systematic Literature Review (SLR) yang digunakan untuk mengindentifikasi, mengkaji, mengevaluasi, dan menafsirkan penelitian-penelitian pada topik implementasi pembelajaran matematika pada ABK di Indonesia. Data yang digunakan berasal dari 17 artikel yang terdapat dalam 13 jurnal pendidikan matematika yang telah terakreditasi oleh Kementrian Riset, Teknologi, dan Pendidikan Tinggi Republik Indonesia pada kategori Sinta 1 dan 2. Hasil penelitian ini mengelompokkan seluruh artikel yang di analisis ke dalam lima kategori, yaitu subjek, jenjang pendidikan, materi, kemampuan siswa, dan metode yang digunakan dalam penelitian-penelitian tersebut. Hasil ini berkontribusi dalam memberikan informasi yang komprehensif terkait tren penelitian implementasi pembelajaran matematika pada ABK di Indonesia, sehingga nantinya dapat menjadi rekomendasi dan ide awal dalam penelitian implementasi pembelajaran matematika bagi ABK selanjutnya. AbstractSeveral studies related to implementing mathematics learning in Children with Special Needs have been widely carried out in Indonesia and published in accredited national journals. However, there has been no article survey on research on mathematics learning for children with special needs in Indonesia. Thus, the purpose of this study is to classify all of these studies into several categories related to research on the implementation of mathematics learning in children with special needs in Indonesia. This study uses the Systematic Literature Review (SLR) method, which is used to identify, review, evaluate, and interpret research on implementing mathematics learning for children with special needs in Indonesia. The data used comes from seventeen articles contained in thirteen mathematics education journals that have been accredited by the Ministry of Research, Technology and Higher Education of the Republic of Indonesia in the Sinta 1 and 2 categories. The results of this study grouped all analyzed articles into five categories, such as subject, level of education, topic, student abilities, and research methods used in these studies. It also contributes comprehensive information about research trends in implementing mathematics learning for children with special needs in Indonesia. Later, they can become recommendations and initial ideas in research on implementing mathematics teaching and learning for children with special needs.